This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students.
Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education.
This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality.
Author(s): Fred Dervin, Mei Yuan, Sude
Series: New Perspectives on Teaching Interculturality
Publisher: Routledge
Year: 2022
Language: English
Pages: 243
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
List of contributors
Chapter 1 Introduction
Part I The nuts and bolts of teaching interculturally
Chapter 2 Teaching and learning about interculturality in communication and management
Chapter 3 Unity in diversity: Exploring intercultural teaching and learning practices in secondary education and teacher training in Austria
Chapter 4 Teaching in intercultural classrooms: An Italian perspective
Chapter 5 Teaching through learning about intercultural difference(s): Autoethnographic experiences of a teacher aide in an Australian regional secondary school
Chapter 6 Interculturality and the university: The case of Jagdish Gundara and the Institute of Education Centre for Intercultural Education (UK)
Part II Change in the teaching of interculturality
Chapter 7 Teaching interculturality: Changes in perspective (A story of change)
Chapter 8 Is there any communication that isn’t intercultural?
Chapter 9 Interculturality-as-altering: Observality as a method for ‘silent’ reflexivity and criticality
Chapter 10 Interculturality holding hands with education for emergencies
Part III Insights into interculturalising interculturality
Chapter 11 Teaching interculturality ‘beyond’ culture: Challenges and future possibilities
Chapter 12 Interculturalising the teaching of interculturality in Swedish higher education
Chapter 13 Mediated communication as an entryway into interculturality
Chapter 14 Teaching interculturality: The ecology of self-reflection as a priority
Chapter 15 A Finnish approach to promoting intercultural encountering in primary schools
Chapter 16 Remarks and conclusion: Towards an endless and centreless glissando of interculturality
Chapter 17 Afterword: Theorising and teaching interculturality otherwise: What ‘otherwise’?
Index
